The District English Learner Advisory Committee (DELAC) is a committee that provides oversight on the English Learner (EL) program and works with district leadership to provide a high quality program for MUHSD students. Each campus sends one representative from their English Learner Advisory Committee to review and comment on key policies and procedures in our district. The DELAC members pictured were instrumental in creating and administering a student survey of our EL students as part of our annual program review. We thank our DELAC parents for their commitment and service to our EL program, its students and staff.

Schools with 21 or more English Learners shall establish a functioning school-level advisory committee. Parents/guardians of English Learners shall have an opportunity to elect parent members of the committee; the committee shall be constituted of membership in at least the same ratio as English Learners within the whole school enrollment. The committee shall also select one representative and one alternate to attend the District English Learner Advisory Committee (DELAC).

The committee advices the principal and staff on topics relating to English Learners, including:

The development of the school's plan for English Learners

The development of the school's needs assessment

Administration of the school's language census (R-30)

Activities designed to make parents aware of the importance of regular school attendance

Class

Total Grade Level Equivalent Beginning of Year/ Principio de año

Total Grade Level Equivalent Middle of Year/Mitad del año

Total Grade Level Equivalent End of Year/Fin de año

Growth/ Aumento

AG Level F

3.9

5

5.6

1.7

AG Level F

5.9

6.8

8.2

2.3

AG-Level F

5.1

5.9

9.9

4.8

BL-4-Level E

3.9

4.5

5.6

1.7

BL-Level D

4.6

5.4

5.4

0.8

BL -Level D

5

6.2

7.1

2.1

ET-Level D

5.5

6.4

7.1

1.6

GN Level F

3

3.5

5

2

GN-Level F

6.7

7.3

8.7

2

GN-Level F

4.7

5.7

5.5

0.8

GN-Level F

5.7

6.1

7.8

2.1

GN-Level F

4

4.4

5.4

1.4

JC-Level D

4.6

5.3

5.6

1

MB-Level D

1.8

4.6

2.8

MB-Level D

5.6

6.8

6

0.4

MB Level D

5.7

6.1

6

0.3

MB-Level D

4.3

5.2

6.6

2.3

RA Level D

3.2

4.5

5.4

2.2

RA-Level D

3.7

5.9

4.5

0.8

RA-Level D

4.5

7.7

7.1

2.6

RA-Level D

6.5

8.5

7.4

0.9

RA-Level D

5.2

8.3

8.1

2.9

SF-Level D

4.4

4.7

6.3

1.9

SA Level D

5.9

7.9

7.8

1.9

SA 8-Level D

5.8

6.7

7.1

1.3

VS-Level F

4.6

5.3

5.7

1.1

VS-Level F

8

8.4

11.5

3.5

VS-Level F

6.3

8.7

7.6

1.3

EL Student Needs Assessment Survey

School districts receiving Economic Impact Aid (EIA)/State Compensatory Education (SCE) are required to establish a district advisory committee (DAC) and a school advisory committee (SAC) for the purpose of advising districts and schools regarding compensatory education programs. A school may designate a school site council established pursuant to California Education Code (EC) Section 52852 to function as the school advisory council.

The Board of Trustees recognizes that parents/guardians are their children's first and most influential teachers and that continued parental involvement in the education of children contributes greatly to student achievement and a positive school environment.

In order to engage parents/guardians positively in their children's education, the Superintendent or designee shall ensure that staff members at each school:

1. Help parents/guardians develop parenting skills and provide home environments that support their children's academic efforts and their development as responsible members of society

2. Inform parents/guardians that they can directly affect the success of their children's learning and provide them techniques and strategies that they may use to improve their children's academic success and help their children in learning at home

(cf. 6154 - Homework/Make-Up Work)

3. Initiate consistent and effective two-way communication between the home and school so that parents/guardians may know when and how to help their children in support of classroom learning activities

4. Receive training that fosters effective and culturally sensitive communication with the home, including training on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process both at school and at home

5. Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles

School plans shall delineate specific measures that shall be taken to increase parental involvement with their children's education, including measures designed to involve parents/guardians with cultural, language or other barriers which may inhibit such participation.

Management Resources: CDE PROGRAM ADVISORIES 0928.90 Guidelines for the development of policies on parent involvement, SPB: 90/91-3 SBE POLICIES Parent Involvement in the Education of Their Children, 1994

Policy MERCED UNION HIGH SCHOOL DISTRICT adopted: September 13, 2006 Atwater, California

Introduced new curriculum for ELD students; iLit & Edge. Parents are welcome to visit school sites to watch students use the programs. All 9th & 10th ELL students will have an elective class of their choice with CTE in mind. District is offering a 3 day “bootcamp” for ELD teachers; ExC-ELL 101 with Margarita Calderon, PhD, is professor and senior research scientist at the John Hopkins University School of Education and written numerous books on improving English Language Learners. http://www.center-school.org/esl/documents/teachin...

The MUHSD ELD program vision is to ensure EL students master the English language by providing equal access to relevant, challenging and innovative curriculum. The district recognizes each student’s unique cultural identity and linguistic attributes by promoting respect, self advocacy and providing a socially, culturally supportive environment to ensure academic success and social acceptance.

Comprehension, Composite Comprehension and Grade Level Equivalent from the Beginning of the Year and Middle of the Year which shows student scores have gone up. There will be one more test at End of the Year. Once results are in we will compare scores.

Debbie Glass reviewed the DELAC/ ELAC Roles and Responsibilities. There should be one parent from each school site’s ELAC that attends the DELAC. There are four parents tonight in attendance, one from MHS and three from AHS. Next year the committee needs to think of ways to encourage parents to belong to ELAC and one parent at each site to attend the “DELAC four times per year.” There was discussion that all sites have their ELAC Election at the same time. Parent Square will be used to reach out to parents. Suggested to have parents recruit other parents to become involved and active in their student’s school such as taking parents with admin to middle schools, resource nights & meetings to encourage other parents to become involved. The role of DELAC is to “Advise” the District. /Debbie Glass revisó las funciones y responsabilidades de DELAC / ELAC. Debe haber uno de los padres del ELAC de cada escuela que sirva en DELAC. Existen cuatro padres que asistieron esta noche, uno de MHS y tres de AHS. El próximo año el comité necesita pensar en maneras de atraer a padres para que participen en El ELAC y que un padre en cada escuela asista al "DELAC" cuatro veces al año. Hubo discusión que todos las escuelas tienen su Elección de ELAC al mismo tiempo. Se usará Parent Square para llegar a los padres. Se sugiere que los padres recluten a otros padres para que se involucren y sean activos en la escuela de su estudiante. Tambien se sugerio llevar a los padres con el administrador a la escuelas de middle school, noches de recursos y reuniones para encomiar a otros padres a involucrarse. El papel de DELAC es "asesorar" al distrito.

The DELAC shall advise the school district governing board on at least the following tasks:

Development of a district master plan for education programs and services for English learners. The district master plan will take into consideration the school site master plans.

Conducting of a district wide needs assessment on a school-by-school basis.

Establishment of district program, goals, and objectives for programs and services for English learners.

Development of a plan to ensure compliance with any applicable teacher and/or teacher aide requirements.

Review and comment on the school district reclassification procedures.

Review and comment on the written notifications required to be sent to parents and guardians.

If the DELAC acts as the English learner parent advisory committee under California Education Code Sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the LCAP.*

The Merced Union High School District invites parents, teachers, students and community stakeholders to participate in the review and development of the Local Control Accountability Plan. We look forward to the successful implementation of our plan, as well as the community’s thoughts and ideas toward increasing student achievement and enhancing services for our students.

The Merced Union High School District Board of Trustees prohibits unlawful discrimination, harassment, intimidation or bullying against any protected group as identified under Education Code 200 and 220 and Government Code 11135, including actual or perceived sex, sexual orientation, immigration status, gender, ethnic group identification, race or ethnicity, ancestry, national origin, nationality, religion, color, mental or physical disability, age, marital or parental status, gender identity, gender expression, or genetic information, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics in any district program or activity that receives or benefits from state financial assistance (5 CCR 4610).

Inquiries on all matters, including complaints, regarding compliance, may be referred to Debra Glass, Director of Equity and Accountability.